GREAT LAKES Comprehensive Center at American Institutes for Research ■

Early Warning Intervention and Monitoring System was developed under the National High School Center, funded by U.S. Department of Education Grant S283B050028

EWIMS Step 7: Evaluate and Refine the EWIMS Process

Anticipated Outcomes for Step 7

• Understanding of implementation strengths and challenges

• Recommendations for improvement

• Understanding of the process and team roles

What You Need for Step 7

• End-of-year early warning indicator data reports

• Time to review

• Early warning indicator data for incoming students*

* Having these data is ideal, but not essential.

EWIMS Step 7: Evaluate and Refine the EWIMS Process

Reflect What’s working? Not working?

Refine How to improve?

Three Key Elements

Data

7-Step Process

Interventions

Reflect on Key Elements: Data and 7-Step Process

Data • Use of a data tool • Trends over time

7-Step Process • Alignment of EWIMS with

school priorities, policies, practices, and procedures

• Effectiveness of EWIMS coordination and communication

• Efficiency of team meetings

Reflect on Key Elements: Interventions

• Availability of interventions

• Type of interventions assigned at Tiers I, II, and III

• Especially successful interventions

• Difficulties associated with implementing each intervention

Refine the EWIMS Process in the Context of Your School

• Improvements and adjustments

• Expansion (e.g., more seats in interventions)

• Sustainment of progress

The Importance of Tier 1 Interventions

Many student needs at Tiers II and III? Try bolstering Tier I interventions.

Top Three Implementation Challenges of the EWIMS Process

1. Importing data into the tool

2. Staff turnover and onboarding new team members

3. Limited staff time to fully implement EWIMS

(Faria, Sorenson, Heppen, Bowdon, Taylor, Eisner & Foster, 2017)

Summary available: air.org/sites/default/files/Infographic-EWIMS-508_JR.pdf

Step 7 Challenge: Importing Data Into the Tool

Appoint a data person

Step 7 Challenge: Staff Turnover and Onboarding New Team Members

Onboard multiple times

a year

Step 7 Challenge: Limited Staff Time to Fully Implement EWIMS

Leverage teamwork

Keeping Students at the Center

• Disengagement from school is gradual.

• There are identifiable signals of disengagement.

• Data can be used to identify trends.

• Understanding trends enables educators to intervene.

Stick with the process and be patient!

Next Steps

• View all eight EWIMS videos.

• Review Michigan’s EWIMS Implementation Guide.

• Use the EWIMS Video Facilitation Guide.

References

Center for Public Education. (2005). High-performing, high-poverty schools: Research review.

Faria, A. M., Sorensen, N., Heppen, J., Bowdon, J., Taylor, S., Eisner, R., & Foster, S. (2017). Getting students on track for graduation: First-year impact of an Early Warning Intervention and Monitoring System (REL 2017–272). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Midwest. Retrieved from http://ies.ed.gov/ncee/edlabs

Stempel, H., Cox-Martin, M., Bronsert, M., Dickinson, L. M., & Allison, M. A. (2017). Chronic school absenteeism and the role of adverse childhood experiences. Academic Pediatrics , 17(8), 837–843. Retrieved from https://www.ncbi.nlm.nih.gov/pubmed/28927940DOI: https://doi.org/10.1016/j.acap.2017.09.013

10 S. Riverside Plaza, Suite 600 Chicago, IL 60606-5500 General information: (312) 288-7600 www.air.org

For more information, please email MDE-EWIMS@michigan.gov.

Michigan Data Hub Early Warning Data Tool:

Support@MIDataHub.org

Michigan Data Hub 1819 E. Milham Road Portage, MI 49002 (269) 250-9264